##
* *Reflection: Student Ownership
Gases in our Atmosphere Review - Section 2: Explain

Quiz Quiz is a great way to review with students. This strategy is similar to Kagan's quiz, quiz, trade which is explained here; however, I do not have students trade, rather I have them become experts and then hold onto their specific card for the entire activity.

I like this activity because it helps each student feel important as that they are the "expert" on a question and they can help their partners. For students who tend to struggle I make sure to give them the easier level questions; whereas, I give the more difficult questions to the higher achieving students. Also when students are studying to become experts I make sure to walk around and help struggling students.

This is how the activity works:

- Each student gets a question on a card.
- Each student gets time to become an expert on their question. This includes understanding the question enough so that they can give hints to other students if they are stuck.
- The music plays (I obviously pick a cool chemistry song such as They Might Be Giants, Why does the sun shine) and students walk around the classroom. They should bring their cards with them along with anything needed to complete their question such as their notes, a calculator, etc.
- The music stops. Students that are near each other give a high-five to show that they will be partners. I walk around to help make sure everyone is partnered up. If there is an odd number than I will have students make a group of 3.
- The first student (whoever has the lower number) asks their question first. The other student tries to answer. If the student cannot answer they say "give me a hint or a push". The student who is the expert gives the student a hint. If the student still cannot answer, than they can ask for another push. If they still can't solve after the second push than the expert should help the student with the correct answer.
- After this the second student (whoever had the higher number) asks their question second. The same procedure occurs as the first student in terms of pushes etc.
- When both students are done (or most of the class is completed) I tell students to make sure that each student has the correct answer.
- The music plays again and students continue to walk around, and the activity continues. I continue the activity until students have teamed with at least half of the class, but will do more depending on time.

This first video shows me explaining how the activity works to students in terms of how to become an expert.

This second video shows me explaining to students what they will do when the music starts, how to pair up, and goes through the first round of partners.

This third video shows students going through the activity where they are helping each other to answer the questions.

*Student Ownership: Reviewing in Chemistry- Quiz Quiz*

# Gases in our Atmosphere Review

Lesson 9 of 9

## Objective: Student will be able to review what they have learned in this unit through performing a review activity with their peers.

## Big Idea: There are many concepts involved with the unit Gases in Our Atmosphere which are important for students to review prior to their exam.

*105 minutes*

In this lesson students review for their exam on Gases in Our Atmosphere through doing a quiz-quiz review activity.

- This lesson does not align with any specific NGSS Performance Expectation; however, it does align with the old California State Standards. Additionally, I feel that understanding gas laws and the basics of earth's atmosphere are important for students to know and is a topic that is interesting and fun for students.

- This lesson also aligns with the Next Generation Science and Engineering Practice 8:
*Obtaining, Evaluating, and Communicating Information.*It does so because students must first understand the answer to their question, they then must help explain it to their partners.

For this lesson students will be using quiz-quiz cards which you will make, music to move to, and you may also want to have a timer to keep track of time.

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#### Explain

*15 min*

To begin this lesson I tell students that we will be reviewing for our exam by doing the activity Quiz Quiz. See the reflection *Reviewing in Chemistry: Quiz Quiz* for details on how this activity works.

I pass out one card to each student for which they will become an expert. I get the cards by printing them out from the unit 7 review quiz quiz questions paper and cutting them up before class. For this lesson I only had 24 questions, so for larger classes I gave some of the harder questions to multiple students and told those students to write down the name of the other student that got the card so that they could make sure to tell people to not partner with that other student either. Also as I pass out cards I make sure to give the easier cards to students who are not doing so well in the unit and the more difficult level questions to my higher achieving students.

I give students about 10 minutes to become an expert on their question. I remind them that although the answer is on the back of the card they need to know exactly how to find the answer which includes where the information can be found in their notes and how to perform the calculations for the math based problems. As students are becoming experts I walk around and help them locate the information and solve the math problems.

Additionally I tell them to come up with some hints that they will give students if they are stuck.

Some questions are easier to become experts on, so I tell students to be patient while they wait for their partners to finish becoming experts.

#### Resources

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#### Elaborate

*90 min*

In this section I have students do the Quiz Quiz review activity.

This entails students walking around the classroom with their expert cards, making partners with other students, and helping each other answer the questions. As students work I have them fill in their answers on their unit7-earth's atmosphere review paper. I found that students do a better job of answering the questions in terms of accountability if they have a place to write down the answers.

For more details on how this works see the Quiz Quiz reflection.

#### Resources

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During this activity students are able to complete at least half of the questions with their classmates. I have students complete the rest of the questions on their own, or with their table partners. I let them know that if they do not complete them in class than they should finish them for homework.

As students complete the assignment I have an answer key for them to check their answers.

This is an example of one student's completed review.

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- UNIT 1: Unit 1: Working as a chemist
- UNIT 2: Unit 2: Matter, Atoms, and the Periodic Table
- UNIT 3: Unit 3: Bonding & Periodic Table Trends
- UNIT 4: Unit 5: Stoichiometry, Chemical Reactions, and First Semester Review
- UNIT 5: Unit 6: Energy
- UNIT 6: Unit 7: Earth's Atmosphere
- UNIT 7: Unit 8: Water Quality
- UNIT 8: Unit 9: Reaction Rates and Equilibrium
- UNIT 9: Unit 10: Nuclear Chemistry and Final Exam Review

- LESSON 1: Introduction to Gases in our Atmosphere and the Kinetic Molecular Theory
- LESSON 2: Exploring Gas Behavior
- LESSON 3: Boyle's and Charles' Laws
- LESSON 4: Gay Lussac and Combined Gas Laws
- LESSON 5: The Ideal Gas Law and Dalton's Law of Partial Pressures
- LESSON 6: Gas Laws Lab
- LESSON 7: Radiation and Climate
- LESSON 8: Smog in our Atmosphere
- LESSON 9: Gases in our Atmosphere Review